The Pedagogy of Social Development in Online Learning

2011 ◽  
pp. 1620-1627
Author(s):  
Robert H. Woods ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Dynamics ◽  
Online Courses ◽  
Affective Learning ◽  
Optimal Learning ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Educational Environments ◽  
The Face

Optimal learning outcomes, whether in face-to-face or online settings, are inextricably intertwined with the establishment of social networks among participants engaged in a collaborative enterprise. Students who feel socially connected to other students and faculty are more likely to persist in coursework and report higher levels of learning than those who report being less connected (McDonald, 2002; Rovai, 2002; Tinto, 1987; Wegerif, 1998). But in the online setting, creating and maintaining a learning community is somewhat more challenging than in the face-to-face-setting. For despite advances in audio and video streaming technologies, online learning remains primarily a largely textual and asynchronous environment. The challenge in this setting might be stated as follows: “How do we adapt a series of threaded texts to make them build a socially interactive, diverse network of learners who experience a positive sense of community?” There are numerous pedagogical strategies that may be used to build highly interactive and socially rich educational environments. In this article, the researchers propose a model of “communal scaffolding,” which serves as a framework for a variety of online and off-line activities that can positively enhance the social dynamics on online courses toward the goal of increased cognitive and affective learning.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

Students' Perceptions of Teaching and Social Presence

2016 ◽  
pp. 1532-1550 ◽  
Author(s):  
James Bowers ◽  
Poonam Kumar
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Student Attrition ◽  
Traditional Classrooms ◽  
Face To Face ◽  
The Face ◽  
Preliminary Study ◽  
Major Factors

Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has created exciting opportunities for both institutions and students, high dropout rates in online learning environments continues to be a major concern for all institutions. Research has identified lack of social and teacher presence in online courses as major factors leading to student attrition. While it is easy to establish these presences in traditional classrooms, developing them in an online environment could be challenging due to absence of any face-to-face contact. The purpose of this preliminary study is to compare students' perceptions of social and teacher presences in online and traditional classroom. Thirty-four students enrolled in an online section and 29 students enrolled in a face-to-face section of an undergraduate course participated in the study. The results indicate that students' perceived stronger teacher and social presences in the online section compared to the face-to-face section. Implications of these results for practice and research are discussed.

Online Learner Expectations

2011 ◽  
pp. 1501-1505
Author(s):  
Gary W. Hawkins ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Rapid Growth ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Experience ◽  
Educational Programs ◽  
Educational Institutions ◽  
Face To Face ◽  
The Face

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without ashared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.

Students' Perceptions of Teaching and Social Presence

2015 ◽  
Vol 10 (1) ◽  
pp. 27-44 ◽  
Author(s):  
James Bowers ◽  
Poonam Kumar
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Courses ◽  
Student Attrition ◽  
Traditional Classroom ◽  
Traditional Classrooms ◽  
Face To Face ◽  
The Face ◽  
Preliminary Study ◽  
Major Factors

Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has created exciting opportunities for both institutions and students, high dropout rates in online learning environments continues to be a major concern for all institutions. Research has identified lack of social and teacher presence in online courses as major factors leading to student attrition. While it is easy to establish these presences in traditional classrooms, developing them in an online environment could be challenging due to absence of any face-to-face contact. The purpose of this preliminary study is to compare students' perceptions of social and teacher presences in online and traditional classroom. Thirty-four students enrolled in an online section and 29 students enrolled in a face-to-face section of an undergraduate course participated in the study. The results indicate that students' perceived stronger teacher and social presences in the online section compared to the face-to-face section. Implications of these results for practice and research are discussed.

Online Learner Expectations

2011 ◽  
pp. 1365-1369
Author(s):  
Gary W. Hawkins ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Rapid Growth ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Experience ◽  
Educational Programs ◽  
Educational Institutions ◽  
Shared Experience ◽  
Face To Face ◽  
The Face

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without a shared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

scholarly journals Workshop Dan Pendampingan Pembuatan Game Edukasi Berbasis Android Bagi Guru SDN 2 Cakranegara

2021 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Muhammad Makki ◽  
Dyah Indraswati ◽  
Muhammad Erfan ◽  
Aisa Nikmah Rahmatih ◽  
Vivi Rachmatul Hidayati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Educational Games ◽  
Visual Learning ◽  
Face To Face ◽  
Learning Content ◽  
Teachers And Students ◽  
Service Activity ◽  
The Face ◽  
Face To Face Learning

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.  

scholarly journals Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Suzanne Hayes ◽  
Sedef Uzuner-Smith ◽  
Peter Shea
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Self Regulation ◽  
Theoretical Models ◽  
Underlying Structure ◽  
Learning Needs ◽  
Online Learners ◽  
Online Instructors ◽  
Pedagogical Strategies ◽  
Learning Presence

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Peer Feedback for Enhancing Students’ Project Development in Online Learning

2013 ◽  
pp. 345-360
Author(s):  
Swapna Kumar ◽  
Johanna Kenney ◽  
Vasa Buraphadeja
Keyword(s):  
Online Learning ◽  
Critical Reflection ◽  
Online Courses ◽  
Peer Feedback ◽  
Project Development ◽  
Van Der Pol ◽  
Educational Environments ◽  
Online Educators ◽  
Support Students

The use of peer feedback is a strategy for online educators to facilitate collaboration among students and increase critical reflection. Through the well-designed use of peer feedback, students can, with help from other students, master concepts and ideas that they cannot understand on their own (Lu & Bol, 2007; Vygotsky, 1978). The process of giving and receiving peer feedback closely resembles professional practice (van den Berg, Admiraal, & Pilot, 2006; van der Pol, van den Berg, Admiraal, & Simons, 2008) and helps students develop life-long skills. This case study describes the use of peer feedback in an online graduate practicum course to support students and increase their exposure to different educational environments. It includes suggestions for effectively using peer feedback in online courses.

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